Academic Exchange Quarterly
Winter 2005 ISSN 1096-1453
Volume 9, Issue 4
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Felicia Saffold,
Felicia Saffold,
Assistant Professor, is from the Department of Curriculum and Instruction,
There is an urgent need to retain
excellent teachers who are devoted to teaching students in urban schools. Nearly
half of all new teachers in urban schools quit within five years (Hayock,
1998). This suggests that there is a serious,
immediate need to improve support systems for new teachers. Mentoring
programs and induction programs, therefore, have become essential, based on the
belief that a mentor would become the connection between the
teacher-in-training and the teacher-in-charge.
Much has been written about the
value of mentoring programs for novice teachers during the critical first
year(s) of teaching (Feiman-Nemser & Parker, 1993; Odell, 1990; Ganser,
2000; Odell & Huling-Austin, 2000). It is evident from the research that
mentoring programs might provide the kind of on-site support new teachers need
to develop their professional skills in an effective and efficient manner. Danielson
(1999) found that mentoring helps novice teachers face their new challenges;
through reflective activities and professional conversations, they improve
their teaching practices as they assume full responsibility for a class. Other
studies have documented the positive effects of mentoring on the mentors
themselves (Ganser, 1997; Gordon & Maxey, 2000; Holloway, 2001), in that it
positively affects teacher efficacy for both.
Bandura (1977) defines efficacy as
an intellectual activity by which one forges one's beliefs about his or her
ability to achieve a certain level of accomplishment. A teacher with high
self-efficacy tends to exhibit greater levels of enthusiasm, be more open to
new ideas, more willing to try a variety of methods to better meet the needs of
their students, and more devoted to teaching. And they tend to be less judgmental
of students and work longer with a student who is struggling (Coladarchi, 1992;
Tschannen-Moran & Woolfolk Hoy, 2001).
According to Bandura (1977), people's
beliefs about their efficacy can be developed by four main sources of
influence. The most influential source of these beliefs is the mastery
experience. When a person believes they have what it takes to succeed, they
develop a resilient sense of efficacy. If faced with difficulties or setbacks,
they know that they can be successful through perseverance.
The perception that one’s teaching
has been successful increases efficacy beliefs raising expectations that future
performances will be successful. In contrast failure, especially if it occurs
early in the learning experience, undermines one's sense of efficacy.
Social persuasion is a third way
of strengthening people's beliefs that they have what it takes to succeed. It does not contribute
as much as an individual's own experiences or vicarious experiences and it
is more difficult to instill high beliefs of personal efficacy by social
persuasion. People who are persuaded verbally that they have the capabilities to
master given tasks are likely to put in more effort and continue it over time than
if they believe self-doubts and dwell on personal deficiencies when they are
faced with difficult situations.
Social or verbal persuasion may
entail a "pep talk" or specific performance feedback from another
person. For example, a mentor might encourage a new teacher to do group work by
saying, “You were very successful when you had your class work in small groups
to prepare their persuasive speeches. You should try having them work in groups
again.”
People
also rely partly on their mood in evaluating their personal efficacy.
Feelings such as anxiety, stress,
arousal, and fatigue can provide information about efficacy beliefs. A positive mood increases perceived self-efficacy and a
depressed mood weakens it. Emotional states are the weakest influence of the four presented
here.
Often, a person can determine their
confidence by the emotional state they experience as they prepare for a particular
situation. The experience of mentoring makes veteran teachers feel good about
themselves and gives them a greater sense of significance in their world
(Carger, 1996). Mentors frequently describe their mentoring contribution as a
way of giving back to the teaching profession (Boreen, Johnson, Niday and
Potts, 2000).
Mentoring is a professional development approach that
enhances teacher self-efficacy. This study demonstrates how veteran teachers
benefited from the mentoring experience and how it increased their
self-efficacy.
Method
Eight urban teacher mentors were purposefully selected from the
mentoring program in one urban school district in a Midwestern state. The
mentor teachers were asked if they would participate in a study to explore
mentor teachers’ professional development while working with new urban
teachers. They all agreed. To gain insights into the lived experiences of the
mentors, various data was used including interviews, document collection, and
observation. The primary narratives consisted of three in depth, semi
structured interviews (Denzin and Lincoln, 1994) which occurred in August,
December and May. In addition to the three interviews, the mentors agreed to
submit a copy of their weekly mentor log which focused on mentoring activities,
meeting notes, and challenges and successes for them. This year-long mentoring
log provided a long-term data source.
Being a mentor in the program led
to veteran teachers becoming more aware of their own teaching beliefs and
practices, and becoming more confident in their own teaching abilities. When
applied to the study of mentor teacher professional development, Bandura’s
theory can be used to describe the direct effect of mentoring on teacher
self-efficacy.
Mastery Experience The old adage, “Nothing
breeds success like success” certainly is true when it comes to developing
self-efficacy. Through the mentoring process mentors were allowed
to reflect on their practice, examine it, and then reevaluate the ideals, guiding
principles, theories, and objectives attached to their personal philosophy of
teaching and learning.
As mentors
assist their mentees in improving their teaching, they also improve their own
professional competency. One mentor explained, “Since I had to answer so many
questions asked by my mentees, I had to reexamine my teaching practices. I had
never thought about why I present material as I do, such as incorporating the
daily newspaper into many subjects and developing learning centers to keep
students excited about the subject.”
Through the mentoring experience,
mentors began to value how much they had learned over the years. As one mentor
stated:
I have developed quite a big ‘bag of
tricks’ over the years. I guess I really
never thought about it, but when I walk into a teacher’s room, and I see the problems
he or she is having, I am reminded of why I came up with some of my routines
and strategies.
For example, at the start of each
class, I always have a brain teaser or riddle on the board. As my students walk
into the room, they know that they have about five minutes to solve the day’s
challenge. This strategy motivates students to come to class on time and focus
on the challenge. The daily challenge cuts down on a lot of behavior problems.
When I share strategies like these, I realize how far I have come.
Reflection benefited both mentors and
new teachers. Articulating classroom practices helped mentors develop as
educators and helped the new teachers learn how to evaluate their own work. One
mentor stated, “In the beginning, my mentees all wanted me to tell them what
they were doing wrong, but now most of them are able to identify their own
strengths and weakness.”
Vicarious Experience
Modeling is a powerful influence. One mentor explained, “Having to model
what is expected of great teachers has changed me.” Another said, “Working with
my group of teachers has shown me new ways of developing lessons and engaging
students in the learning process. I am much more conscious of my teaching.”
Others said, “Looking at classroom learning through the eyes of another made me
more aware of the impact of teacher practice on student learning.”
The mentors came to value their
role as educators again. Prior to mentoring, some of the mentors were
contemplating leaving the field of education. By seeing teaching through fresh
eyes, mentors were able to remember why they went into teaching in the first
place. “I have learned as much, if not more, from my mentees as they have learned
from me. I know I will be a much better teacher because of our interactions,”
commented one of the mentors.
Social Persuasion One mentor commented that she hadn’t
felt respected or appreciated as a teacher after 7 years of teaching in the
system, but becoming a mentor changed that. She wrote in her mentoring log, “When
my new teachers make comments to me like, ‘I love having you as a mentor,’ ‘You
are so supportive,’ and ‘All new teachers need a mentor like you,’ it boosts my
confidence to excel as a teacher of teachers.”
This study investigated the
benefits of mentoring for veteran teachers. Results show that at the end of the
mentor year participants were revitalized, empowered and well aware of their
competencies. The development of an educator's sense of teaching efficacy is
important, especially in urban schools where teachers are leaving at an
alarming rate.
First, being successful as a
mentor creates a mastery experience. As veteran teachers, guide, support and
coach new teachers, they contribute to the learning of both teachers and
students. Second, looking at classroom learning through the eyes of another
affords a rich vicarious experience. Third, social persuasion adds to
perceptions of competence. And finally, the emotional feelings involved in
watching a new teacher grow in their professional lives and sharing in their
frustrations and accomplishments fulfills professional desires.
References
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(2000). Mentoring beginning teachers:
Guiding, reflecting, coaching.
Carger, C.L. (1996). The two Bills: Reflecting on the gift
of mentorship.
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Education, 71(1), 22-29.
Coladarci, T.
(1992). Teachers’ sense of efficacy and commitment to teaching. Journal of
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